The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula

Veken, Jos Van der; Valcke, Martin; Muijtjens, Arno M. M.; Maeseneer, Jan De; Derese, Anselm

doi:10.1080/01421590802141167

Cited by 19 publications

(20 citation statements)

References 39 publications

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“…Consequently, the situative aspect should be considered in data collection and interpretation. Comparisons between different overarching curricula, such as PBL and traditional ones, should expect variations in how the construct is interpreted [25,36]. Comparisons within the same educational culture and setting, contribute to establish the construct validity of regulation strategies as measured by these scales.…”

Section: Discussionmentioning

confidence: 99%

Measuring strategies for learning regulation in medical education: Scale reliability and dimensionality in a Swedish sample

Edelbring

2012

BMC Med Educ

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BackgroundThe degree of learners’ self-regulated learning and dependence on external regulation influence learning processes in higher education. These regulation strategies are commonly measured by questionnaires developed in other settings than in which they are being used, thereby requiring renewed validation. The aim of this study was to psychometrically evaluate the learning regulation strategy scales from the Inventory of Learning Styles with Swedish medical students (N = 206).MethodsThe regulation scales were evaluated regarding their reliability, scale dimensionality and interrelations. The primary evaluation focused on dimensionality and was performed with Mokken scale analysis. To assist future scale refinement, additional item analysis, such as item-to-scale correlations, was performed.ResultsScale scores in the Swedish sample displayed good reliability in relation to published results: Cronbach’s alpha: 0.82, 0.72, and 0.65 for self-regulation, external regulation and lack of regulation scales respectively. The dimensionalities in scales were adequate for self-regulation and its subscales, whereas external regulation and lack of regulation displayed less unidimensionality. The established theoretical scales were largely replicated in the exploratory analysis. The item analysis identified two items that contributed little to their respective scales.DiscussionThe results indicate that these scales have an adequate capacity for detecting the three theoretically proposed learning regulation strategies in the medical education sample. Further construct validity should be sought by interpreting scale scores in relation to specific learning activities. Using established scales for measuring students’ regulation strategies enables a broad empirical base for increasing knowledge on regulation strategies in relation to different disciplinary settings and contributes to theoretical development.

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Section: Discussionmentioning

confidence: 99%

Measuring strategies for learning regulation in medical education: Scale reliability and dimensionality in a Swedish sample

Edelbring

2012

BMC Med Educ

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“…In a comparative study conducted by Van der Veken et al three different curricula (conventional, integrated contextual, and PBL) were compared using Vermunt’s Inventory of Learning Styles to identify differences in student learning. In comparing PBL with the traditional curriculum, while students from the PBL curriculum gained fewer benefits from rote learning, rehearsing, and ability to express study content in a personal manner, they gained higher benefits in knowledge and self-regulation of learning 10. In another study conducted by Visschers-Pleijers et al in which 48 medical students participated in six focus group interviews, the authors assessed how the PBL curriculum assisted students in integrating and applying knowledge in their learning.…”

Section: Structuring Of Knowledge and Clinical Contextmentioning

confidence: 99%

Interface between problem-based learning and a learner-centered paradigm

Karimi¹

2011

AMEP

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BackgroundProblem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.MethodsThe four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.ResultsThrough a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.ConclusionThe desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a learner-centered paradigm.

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“…During the learning process in PBL sessions, students are found to use various combinations of learning styles and activities, and the quality of performance and behavior depends to a considerable extent upon their learning style (Van der Veken et al 2008;Hosford & Siders 2010;Thain et al 2011). Therefore, different types of learners can be expected to gain different effective learning outcomes (Baker et al 2007;Hur & Kim 2007).…”

Section: Introductionmentioning

confidence: 98%

Effect of students’ learning styles on classroom performance in problem-based learning

Alghasham¹

2012

Medical Teacher

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Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

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The potential of the inventory of learning styles to study students' learning patterns in three types of medical curricula

Abstract: The study provides empirical support for expected effects of traditional and innovative curricula which thus far were not well supported by empirical studies.

Cited by 19 publications

References 39 publications

Measuring strategies for learning regulation in medical education: Scale reliability and dimensionality in a Swedish sample

Measuring strategies for learning regulation in medical education: Scale reliability and dimensionality in a Swedish sample

Interface between problem-based learning and a learner-centered paradigm

Effect of students’ learning styles on classroom performance in problem-based learning

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